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Territorialização educativa, recursos e intervenção compensatória : estudo de caso num Território Educativo de Intervenção Prioritária
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Orientador(es)
Resumo(s)
O presente trabalho inscreve-se na problemática da territorialização educativa no
contexto de um agrupamento de escolas designado por Território Educativo de
Intervenção Prioritária (TEIP). Trata-se de um estudo diacrónico que se reporta a
três anos de vigência do Projecto, tendo em vista conhecer os processos inerentes à
afectação de recursos humanos e financeiros num TEIP do Algarve.
A revisão da literatura compreendeu os conceitos de espaço, território, território
educativo, rede educativa, territorialização educativa, descentralização, autonomia,
discriminação, exclusão social, comunidade, parceria e recurso educativo, que se
colocaram em análise ao longo do trabalho.
Na metodologia utilizada, os dados qualitativos foram recolhidos através da
realização de oito entrevistas semi-estruturadas, dirigidas a professores a
desempenhar funções administrativas (técnico-pedagógicas e de gestão) e funções
lectivas nos 1º, 2º e 3º ciclos.
Sentiu-se também, necessidade de recolher e sistematizar dados quantitativos a
partir de documentação escrita do TEIP e da administração regional, que permitiu
aumentar a fiabilidade dos resultados da investigação. Desta forma, os indicadores
apresentados no trabalho complementaram a informação obtida através das
entrevistas, possibilitando a triangulação das fontes de informação e,
consequentemente, uma maior credibilidade dos resultados.
No TEIP a afectação de recursos humanos contemplou o apoio dos professores da
escola EB 2,3 aos alunos do 1ºciclo em horário curricular e em actividades de
complemento curricular, para o que contribuiu o reforço do crédito de horas
semanais. A fixação de professores titulares de turma no 1º ciclo e a colocação de
pessoal técnico especializado foi outra das mudanças introduzidas com o projecto. Os recursos financeiros consubstanciaram-se na atribuição de um montante
global de 10200 c, distribuídos faseadamente ao longo dos três anos lectivos.
Também há a salientar os apoios financeiros concedidos pelas autarquias,
nomeadamente o montante despendido com as refeições que atingiu os 57,3 % das
verbas que a Câmara Municipal atribuiu a estas escolas.
A discussão e avaliação dos resultados mostrou que a afectação de recursos
educativos foi uma importante «mais valia», ao criar as condições para um melhor
apetrechamento das escolas em bens de equipamento e material didáctico e ao
contribuir para o aumento das capacidades e conhecimentos dos alunos através do
estímulo à melhoria do seu desempenho escolar.
The current work refers to the problematics of educational territorialisation, within the context of a group of schools designated as the TEIP- Educational Territory of Priority Intervention. It is a diachronic study, which reports on the three years of the Project' s duration, with the viewpoint of explaining the processes inherent to the affection of human and financial resources within a TEIP in the Algarve. The revision of the relevant documentation included the following concepts: space, territory, educational territory, educational network, educational territorialisation, decentralisation, autonomy, discrimination, social exclusion, community, educational partnership and resources, all of which underwent analysis throughout the duration of the study. According to the methodology used, the qualitative data was collected through the realisation of eight semi-structured interviews of teachers carrying out administrative functions (technical-educational and management) and teaching functions within the compulsory education years (9 school years). It was also felt that there was a need to collect and systemise quantitative data received from the written documentation of the TEIP and from the regional administration, which resulted in an increase of the viability of the investigation’s results. In this manner, the indicators presented in the work, complemented the information obtained at the interviews, therefore making the triangulation of sources of information possible and consequently, giving results greater credibility. Within the TEIP the assignment of human resources considered the support of Prep School (5th to 9th school years) teachers to the students of the Primary School during the curricular timetable and in extra-curricular activities, to which contributed the re-strengthening of credit for weekly hours. The fixation of class professors in the Primary School and the placement of specialised technical personnel were other the changes introduced by the project. The financial resources consisted in the attribution of the total amount of 10.200 PTE thousand, distributed in phases over the three academic years. Also noteworthy is the financial support given by the local governments, namely the amount spent on meals, which reached 57.3% of the funds, attributed by the Town Council to these schools. The discussion and evaluation of the results demonstrated that the assignment of educational resources was an important “advantage” in creating conditions for the better outfitting of schools in equipment and teaching materials, as well as contributing to the increase of students’ capacities and knowledge, by stimulating them to improve their academic performances.
The current work refers to the problematics of educational territorialisation, within the context of a group of schools designated as the TEIP- Educational Territory of Priority Intervention. It is a diachronic study, which reports on the three years of the Project' s duration, with the viewpoint of explaining the processes inherent to the affection of human and financial resources within a TEIP in the Algarve. The revision of the relevant documentation included the following concepts: space, territory, educational territory, educational network, educational territorialisation, decentralisation, autonomy, discrimination, social exclusion, community, educational partnership and resources, all of which underwent analysis throughout the duration of the study. According to the methodology used, the qualitative data was collected through the realisation of eight semi-structured interviews of teachers carrying out administrative functions (technical-educational and management) and teaching functions within the compulsory education years (9 school years). It was also felt that there was a need to collect and systemise quantitative data received from the written documentation of the TEIP and from the regional administration, which resulted in an increase of the viability of the investigation’s results. In this manner, the indicators presented in the work, complemented the information obtained at the interviews, therefore making the triangulation of sources of information possible and consequently, giving results greater credibility. Within the TEIP the assignment of human resources considered the support of Prep School (5th to 9th school years) teachers to the students of the Primary School during the curricular timetable and in extra-curricular activities, to which contributed the re-strengthening of credit for weekly hours. The fixation of class professors in the Primary School and the placement of specialised technical personnel were other the changes introduced by the project. The financial resources consisted in the attribution of the total amount of 10.200 PTE thousand, distributed in phases over the three academic years. Also noteworthy is the financial support given by the local governments, namely the amount spent on meals, which reached 57.3% of the funds, attributed by the Town Council to these schools. The discussion and evaluation of the results demonstrated that the assignment of educational resources was an important “advantage” in creating conditions for the better outfitting of schools in equipment and teaching materials, as well as contributing to the increase of students’ capacities and knowledge, by stimulating them to improve their academic performances.
Descrição
Tese de mestrado em Ciências da Educação (Administração Educacional) apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2002
Palavras-chave
Território Educativo de Intervenção Prioritária Projectos educativos Afectação de recursos - Algarve Recursos educativos Administração escolar Teses de mestrado - 2002